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Introduction | |
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How to Use This Book | |
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What Teachers Must Do | |
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Establish a Reading Culture | |
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Use Sustained Silent Reading (SSR) | |
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Read Aloud | |
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Help Students Write Their Reading Autobiography | |
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Keep Reading Fresh | |
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Create the Conditions for Effective Learning | |
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Be a Model Reader | |
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Use Literature Circles | |
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Talk About Reading | |
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Make Room for Essential Conversations | |
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Teach and Support Students | |
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Make Connections | |
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Make Available the Necessary Reading Tools | |
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Choose Texts Wisely | |
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Provide Options for Student Response | |
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Use the Dense Question Strategy | |
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Prepare Students to Read (Prereading) | |
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Use Video to Support, Not Replace, Reading | |
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Use Graphic Organizers | |
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Develop Guidelines for Group Discussion | |
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Use Questions to Support Reading | |
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Teach Vocabulary Strategies | |
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Teach Students How to Ask for Help | |
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Challenge and Support Students While They Are Reading | |
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Provide Good Directions | |
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Create and Use Study Guides | |
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Support Students with Special Needs | |
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Support English-Language Learners | |
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Support Students with Learning Difficulties | |
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Evaluate Your Own Teaching | |
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Remember Why We Read | |
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Consider Richard Allington's Ten Principles of Good Instruction | |
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Teach by Design | |
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Stop and Reflect Periodically | |
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Consult the Standards | |
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Revisit the Six Features of Effective English Instruction | |
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Evaluate Your Students | |
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Use Reading Surveys | |
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Develop Portfolio Guidelines | |
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Compare Effective and Ineffective Readers | |
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Have Them Use the Reading Scale | |
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Troubleshoot Reading Difficulties | |
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Check for Understanding and Growth | |
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What Students Must Be Able to Do | |
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Read a Variety of Texts for Different Purposes | |
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Textbooks | |
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Poems | |
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Web Pages | |
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Narrative Texts | |
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Expository Texts | |
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Images | |
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Tests | |
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Primary Source Documents | |
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Plays | |
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Essays | |
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Read in Different Ways: To Think, to Study, to Gather | |
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Read for Style, Argument, Form, and Genre | |
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Ask Different Types of Questions | |
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Self-Select Books | |
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Use Various Strategies | |
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Question the Author (Q and A) | |
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ReQuest (Reciprocal Questioning) | |
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Concept Cards | |
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Repeated Reading | |
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PreReading Plan (PReP) | |
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Directed Reading and Thinking Activity (DRTA) | |
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SQ3R | |
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KWL | |
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CRITICS Procedure | |
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Anticipation Guides | |
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Think-Alouds | |
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Reciprocal Teaching | |
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Ask Questions to Understand Stories | |
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Make Predictions | |
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Keep a Journal | |
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Annotate Texts | |
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Take Good Notes | |
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Retell the Text | |
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Perform the Text | |
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Draw the Action | |
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Chunk the Text | |
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Develop Their Own Reading Capacity | |
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Read Different Types of Text | |
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Write to Improve Reading | |
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Develop Textual Intelligence | |
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Read at Different Levels | |
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Read from a Variety of Perspectives | |
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Develop Prior Knowledge | |
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Use Written Conversations | |
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Use Shared Inquiry | |
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Outline What They Read | |
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Summarize and Paraphrase | |
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Expand Vocabulary | |
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Make the Foreign Familiar | |
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Know the Difference Between Fact and Opinion | |
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Understand Narrative Design | |
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Discuss the Role of Character | |
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Know the Organizational Structures of Information | |
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Improve Speed, Fluency, and Stamina | |
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Determine What Is Important | |
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Explain Their Thinking: Elaboration Strategies | |
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Discuss Their Reading: Reporting Strategies | |
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Make the Abstract Concrete | |
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Develop Confidence | |
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Evaluate and Monitor Their Understanding, Performance, and Progress | |
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Review, Reflect, and Reinforce | |
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Develop Reading Goals | |
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Recast the Text | |
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Keep a Learning Log | |
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Appendices | |
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Works Cited | |
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Further Information: Recommended Reading | |
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Graphic Organizers | |
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Categorical Thinking | |
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Conversational Roundtable | |
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Cornell Notes I | |
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Cornell Notes II | |
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Cornell Notes III | |
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Feature Analysis | |
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Idea Cards | |
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Interactive Reading (CRITICS Procedure) | |
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KWL (What I Know/What I Want to Know/What I Learned) Organizer | |
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Linear Array | |
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On Target | |
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Outline Template | |
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Plot the Action | |
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Reading an Argument | |
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Reading to Compare | |
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Semantic Map | |
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Story Board | |
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Story Structure | |
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Think in Threes | |
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Three-Column Organizer | |
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Time Line Organizer | |
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Venn Diagram | |
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Vocabulary Square | |
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What Confuses Me Most | |
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What's the Big Idea? | |
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Additional Resources | |
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Independent Reading Follow-up Essay Assignment | |
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Rhetorical Modes | |
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Bookmark--Reading: Think About It! | |
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Bookmark--Reading Reminders | |
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Reading the World of Standards Across Disciplines | |
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Reading Survey | |
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The Elements of a Text | |
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California Language Arts Content Standards Checklist (Grades 9-10) | |
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California Language Arts Content Standards Checklist (Grades 11-12) | |
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Sample Rationale for Teaching a Text | |
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The Northwest Regional Educational Laboratory "Traits of an Effective Reader Reading an Informational Text Scoring Guide" | |
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The Northwest Regional Educational Laboratory "Traits of an Effective Reader Reading a Literary Text Scoring Guide" | |
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Glossary of Literary Terms | |
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103 Things to Do in the Classroom to Improve Student Reading Performance Before/During/After | |
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Dear Sophomores: The Last Word on Learning and Reading | |
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Types of Text | |
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Index | |